Search results for ‘Subject term:"learning disabilities"’ Sort:
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Special educational needs: an analysis and summary of data sources
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 20
- Place of publication:
- Manchester
This document provides a combination of analysis and links to the key data sources on children and young people with special educational needs (SEN). It looks at: prevalence and characteristics; education attainment; preparation for adulthood; absence and exclusion; and the experience of the SEND system. The report reveals that across all schools, the number of pupils with special educational needs has fallen from 1,301,445 in 2015 to 1,228,785 in 2016 (14.per cent of pupils had special educational needs in 2016, a fall from 15.4 per cent in 2015). Moderate Learning Difficulty is the most common primary type of need overall, with 24.2 per cent of pupils with special educational needs having this primary type of need. Autistic Spectrum Disorder remains the most common primary type of need for pupils with a statement or EHC plan. 57.3 per cent of children who had been looked after continuously for 12 months for whom data were available had a special educational need (SEN) in 2015/16, and their most common type of need was ‘Social, Emotional and Mental Health’. (Edited publisher abstract)
Decision making toolkit: a practical guide to supporting young people with special educational needs and disabilities to make their own decisions and to be engaged in the best interests decision making process
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- National Children's Bureau
- Publication year:
- 2017
- Pagination:
- 16
- Place of publication:
- London
This decision making toolkit is a practical guide to support social workers, health practitioners, school and college staff, parent carers, families and anyone working directly with children and young people with special educational needs and disabilities (SEND). It is designed to be used in partnership with young people to support them to make their own decisions and to participate as fully as possible in decisions made on their behalf. It includes a template practitioners can use to support a young person who lacks capacity to go through a best interests decision making process based on the best interests checklist in the Mental Capacity Act 2005 code of practice. (Edited publisher abstract)
Good intentions, good enough? A review of the experiences and outcomes of children and young people in residential special schools and colleges
- Authors:
- LENEHAN Christine, GERAGHTY Mark
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 46
- Place of publication:
- Manchester
An examination of the current offer of residential special schools and colleges, in the state, non-maintained and independent sectors. Around 6,000 children and young people with education, health and care plans are educated in 334 residential special schools and colleges. This review, drawing on responses to a call for evidence, including responses from parents and carers, visits to 30 schools and colleges and over 20 local authorities across all regions of the country and interviews with stakeholders and national bodies, consider the current state of the local offer for children and young people with SEND and their experiences in mainstream provision; current practices around placement, including residential placements, and planning; and quality, accountability and outcomes in residential special schools and colleges. The report argues that many of the children and young people currently in residential special schools and colleges could be educated in their local communities if better support was available. Where appropriate, LAs should consider residential placements, and parents shouldn’t feel they have to fight to access these. The experiences of children and young people in residential placements are generally very good, reflecting the focus from providers on wellbeing and therapeutic support. However, some seem to focus on this at the expense of educational progress, when both should be the aim, and some young people can be held back by a lack of ambition for what they can achieve. The report sets out a vision for embedding and spread good practice by: ensuring children and young people with SEND get the services and support they need in their local community (in mainstream or special provision); ensuring that local areas have planned and commissioned provision of residential placement strategically, so that it is available when required; ensuring the accountability and school improvement systems enable children and young people to achieve the best possible outcomes. (Edited publisher abstract)
SEND: 19- to 25-year-olds' entitlement to EHC plans
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Place of publication:
- London
An online guide for local authorities providing advice on what they need to do to maintain EHC (education, health and care) plans for 19- to 25-year-olds with special educational needs and disability (SEND). Although young people with SEND are not automatically entitled to maintain their EHC plans after they turn 19, some may need more support to complete their education and training and successfully transition to adulthood. The guide provides advice on how to support 19- to 25-year-olds to meeting their educational and training needs, such as a finding supported internship, access further education; access to funding for those with no EHC plan; supporting a young person’s health and social care; and including young people in decision making. (Edited publisher abstract)
Understanding the needs of disabled children with complex needs or life-limiting conditions. What can we learn from national data?
- Author:
- PINNEY Anne
- Publishers:
- Council for Disabled Children, The True Colours Trust
- Publication year:
- 2017
- Pagination:
- 84
- Place of publication:
- London
Shares the findings of an analysis of national data for children and young people aged 0-19 years with complex needs or life-limiting conditions in England, carried out between August and October 2016. The report explores the data available; examines what data reported by health, education and social services says about the population; and identifies current gaps in data collection. It provides key findings from an analysis of: education data on children and young people with special educational needs (SEN); social care data on disabled children who are looked after and on children in need with a disability; and mental health data on children and young people with learning disabilities and/or autistic spectrum disorders in inpatient care and referred. The analysis estimates that the numbers of disabled children with complex needs and life-limiting conditions have increased from 49,300 in 2004 to 73,000 in 2016. The report concludes that there needs to be a clearer picture of the number of disabled children and young people with complex needs and life-limiting illnesses and how this is changing over time so that local areas can estimate demand for future services. It makes 12 recommendations under the themes of: filling the data gaps, making better use of data already collected, the creation of an integrated data set on disabled children and young people; and raising awareness of trends and generating local data. (Edited publisher abstract)
Building the right support for children: learning lessons from the field work with parents, children and young people, commissioners and providers
- Author:
- ROBINSON Carol
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2017
- Pagination:
- 17
- Place of publication:
- Bath
Outlines learning from a consultation with commissioners, families, young people and providers to help inform the development of a pathway for children and young people with special educational needs/learning disabilities whose behaviours challenge. The pathway was designed to support Building the Right Support, with practical advice for commissioners. The consultation work was carried out in 4 areas across England face to face meetings or telephone interviews. The report also looks at what the project learnt about engaging with families and young people, and ways to ensure that people were able to put forward their views. Key themes emerging from the consultation showed that commissioners and family carers often had a different idea about the effectiveness of the provision to support children and young people. Families identified a lack of information about and access to support that did exist. This included information and access to services to help young people transition to adulthood, practical support for parents, and access to parenting courses. The report also lists what parents felt a good support service and their suggestions to improve services in their area. (Edited publisher abstract)
What works in the delivery of independent support? Final report from the national evaluation of the Independent Support Programme 2014 - 2016
- Authors:
- BROWN Helen, et al
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2017
- Pagination:
- 93
- Place of publication:
- Bath
Final evaluation of the Independent Support (IS) Programme providing support for children and young people with special educational needs and disabilities (SEND) and their families to enable them to access services and to ensure that their Education, Health and Care (EHC) plan meets their need and reflects their aspirations. The evaluation reports progress towards each of the six programme outcomes, highlights lessons for successful delivery of IS and factors relating to its economic value. The six evaluation outcomes cover: families, children and young people feel more supported in the Education, Health and Care (EHC) Plan process; children, young people and families being more engaged and empowered; for EHC plans to focus on children and young people’s aspirations; improved co-ordination and navigation through local services; greater equality of access to services; and increased skills and knowledge of those involved in providing IS. The report found that Independent Support was highly valued by young people and parents, as well as the range of professionals involved in the care and support of disabled children and young people across the education, health and social care system. However, the evaluation found that there needs to be a greater focus on personal goals, outcomes and aspirations within EHC plans, with positive experiences of the planning process and conversations about outcomes not always appearing in the content of plans. It proposes six key elements to consider for the successful local commissioning and delivery of IS. The report makes five recommendations, which include the need for outcome measures that focus on individual outcomes and an increased focus on young people’s voice and focus on aspirations in EHC plans. (Edited publisher abstract)